What is our theme?
Math, Word problems
What is the lesson (overall purpose)?
- Students will use concrete objects to practice addition and subtraction word problems.
MA Guidelines/Standards:
APL 2: The child will demonstrate eagerness and curiosity as a learner.
PK.OA.1. Use concrete objects to model real-world addition (putting together) and subtraction (taking away) problems up through five.
Learning Outcomes:
- Students will use concrete objects to practice addition and subtraction word problems.
Materials
- 5 small rocks
Activity (Procedure):
- Ask your child to go and gather 5 small rocks. (Or have rocks ready for your child to use)
- When they return with rocks, ask your child to arrange them on a surface in front of them. Allow them to have a moment to prepare their rocks.
- Ask your child what their favorite animal is. Whatever their answer is, tell them that the rocks just became five __of their favorite animal __ ! For example if their favorite animal is a bird, then tell your child they now have five birds in front of them.
- Give them addition/subtraction “what if” scenarios. Ask them to see how many rocks (birds/animals) they have now?
Example scenarios:
“Okay, so here we have five birds sitting on a tree branch enjoying the sun when GASP one just flew away!” Allow child to take one rock away. “How many birds are left on the branch?” “What if two more birds flew away?” “What if one bird flew back to the branch?”
OR
“Lets pretend two of your birds are here on a tree branch, but three are here eating from the bird feeder.” Allow time for set up, “What if the three birds from the feeder joined the two birds sitting on the branch? How many birds are on the tree branch now?
Etc. etc. Get fun with it!
Activity Wrap Up:
Count up how many rocks you have, “one, two, three, four, five.”
Now countdown, “Five, four, three, two one.”
There are five rocks in total.
How do I know what my child is learning? (Assessment)
- Is my child able to identify the total after adding or removing a specified number of objects up through five?
- Is my child able to count forward or backward from a given number through five?
- Is my child expressing interest in solving these math word problems?
How can you extend this activity? (Modifications)
Use ten objects instead of five!
Helpful Hints: (Pitfalls & Solutions)
Math, Word problems
What is the lesson (overall purpose)?
- Students will use concrete objects to practice addition and subtraction word problems.
MA Guidelines/Standards:
APL 2: The child will demonstrate eagerness and curiosity as a learner.
PK.OA.1. Use concrete objects to model real-world addition (putting together) and subtraction (taking away) problems up through five.
Learning Outcomes:
- Students will use concrete objects to practice addition and subtraction word problems.
Materials
- 5 small rocks
Activity (Procedure):
- Ask your child to go and gather 5 small rocks. (Or have rocks ready for your child to use)
- When they return with rocks, ask your child to arrange them on a surface in front of them. Allow them to have a moment to prepare their rocks.
- Ask your child what their favorite animal is. Whatever their answer is, tell them that the rocks just became five __of their favorite animal __ ! For example if their favorite animal is a bird, then tell your child they now have five birds in front of them.
- Give them addition/subtraction “what if” scenarios. Ask them to see how many rocks (birds/animals) they have now?
Example scenarios:
“Okay, so here we have five birds sitting on a tree branch enjoying the sun when GASP one just flew away!” Allow child to take one rock away. “How many birds are left on the branch?” “What if two more birds flew away?” “What if one bird flew back to the branch?”
OR
“Lets pretend two of your birds are here on a tree branch, but three are here eating from the bird feeder.” Allow time for set up, “What if the three birds from the feeder joined the two birds sitting on the branch? How many birds are on the tree branch now?
Etc. etc. Get fun with it!
Activity Wrap Up:
Count up how many rocks you have, “one, two, three, four, five.”
Now countdown, “Five, four, three, two one.”
There are five rocks in total.
How do I know what my child is learning? (Assessment)
- Is my child able to identify the total after adding or removing a specified number of objects up through five?
- Is my child able to count forward or backward from a given number through five?
- Is my child expressing interest in solving these math word problems?
How can you extend this activity? (Modifications)
Use ten objects instead of five!
Helpful Hints: (Pitfalls & Solutions)
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